Department of English, College of Arts and Letters
Western Michigan University Meeting Days / Times: Class Location: 3037 Brown Hall, 10:00 am, 12:00 noon, Tuesday evenings:6:30 pm
Please feel free to contact me on my cell at : 231-330-5804
Please be assured that I will find a way to work with your schedule if you need to confer with me.
231-330-5804 Campus Office: 387-2589 (Room 626) Weekend emergency calls may be made to Toby’s home: 231.582.0183 or my cell. Toby’s Home FAX: 231.582.0236
Course Description: This course is intended for elementary education students. It is designed to immerse pre-service teachers in the theories, classroom practices, and organizational structures that create student-centered, writing workshop classrooms in the elementary school setting. In addition to exploring and studying the theories and practices for creating engaging, writing workshop classrooms, elementary education students will also be participating in a writing workshop community. This course content is aligned with the vision set forth by the National Council of Teachers of English in their online publication NCTE Beliefs about the Teaching of Writing, as well as Writing Now (a policy brief), and the newly published Common Core Standards, all available online and required texts(below) at: http://www.ncte.org and at the Michigan Department of Education
Please keep all documents from the links above and below on your jump drive for reference. You may want to print out some pages for reference. Additional Required Materials: 9. A 1-inch three-ring notebook binder with dividers for creating a resource notebook
10. A reference copy of the MDE crosswalk documents that align with the new CCS for the ELA:
http://www.corestandards.org/the-standards http://inghamisd.org/programsandservices/sds/curriculum/commoncore/ 11. A small binder / sturdy folder to create and submit your final writing portfolio 12. A 4 gig flash drive or jump drive to keep and organize all of your final draft writing files, including your digital story. 13. Your “Writer’s Notebook” will be used for quick writes, rough drafts, and to record your notes, ideas, questions or connections, any first draft writing that you may do in response to the daily events of the class. If you own a laptop it is highly encouraged that you bring it daily to class.
Suggested Texts 1. Anderson, Jeff Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop, ISBN: 1-51710-412-7, Stenhouse, 2005 2. Nancie Atwell, Naming the World: A Year of Poems and Lessons, ISBN: 0-325-00746-2, Heinemann, 2006; and Atwell’s classic text In the Middle, ISBN: 978-0-86709-374-9, Heinemann, 1998 3. Gallagher, Kelly Teaching Adolescent Writers, ISBN: 1-57110-422-4, Stenhouse, 2006 4. Graves, Don & Kittle, Penny Inside Writing: How to Teach the Details of Craft, ISBN:0-325-00729-2, Heinemann, 2005 5. Murray, Don The Essential Don Murray: Lessons from America’s Greatest Writing Teacher, edited by Thomas Newkirk and Lisa C. Miller, Heinemann 2009 6. Wood Ray, Katie & Cleaveland, Lisa About the Authors: Writing Workshop with Our Youngest Writers ISBN: 0-325-00511-7, Heinemann, 2004
Course Objectives:
As a class participant, you will be expected to successfully demonstrate the ability to:
1. Describe in detail the overall design and critical elements of a student-centered, writing workshop classroom in a final narrative paper.
2. Identify at least 10 different mentor texts for teaching 10 different craft lessons for a specific grade level of your own choosing (part of your annotated bibliography below).
3. Create your own “Writer’s Notebook” that will serve as a model in your own classroom one day.
4. Choose, plan, and share orally one mentor text and craft lesson idea with the whole class.
5. Participate in small and large group writing conferences and share some of your personal writing with your teacher and peers; plan to engage in writing conferences during class with peers and the teacher.
6. Organize a rich, annotated bibliography of at least 25 texts that could function as mentor texts in your own envisioned elementary (K-8) writing workshop classroom. You should plan to connect these selections with the writing genres embedded in the grade level expectations that you are hoping to work with in your future elementary classroom. Ten of the annotations must include how the text can be used as a mentor text for teaching an element of writing. ( # 2 above)
7. Record notes on a rich selection of film texts which illustrate many critical elements of the writing workshop in diverse K-8 classrooms.
8. Produce a mid-term reflective journal of your learning and thinking that will be shared with your instructor. This journal will function as an assessment, revealing how your thinking has changed and your knowledge base has deepened from your participation and engagement with the class conversations, films, writing assignments and texts.
9. Build a portfolio of your own writing in multiple genres as the class progresses. Make sure you print out all of the drafts of the pieces you write.
10. Select two pieces to be published in an end-of-the semester class anthology.
11. Listen attentively to stories from stellar, children's literature that will be read aloud in class as a constant way of modeling for you the power of story and language, and the magical event of story as a way to nurture the classroom community.
12. Attend one of the “extra” professional events (list to follow) and submit a two-page, typed response about the content of the event.
13. Create a short, digital story about any topic you wish using a simple software program We will have digital storytelling presentations in place of a mid-term exam.
14. Confer with your instructor about your writing, one-to-one during the workshop portion of our class.
Professional Expectations
Cell phone use or web surfing or texting or tweeting or mooing or face-booking during class is forbidden. If you need to have your cell phone on vibrate because of a family situation, just let Toby know at the start of class. If I observe you off task during our class time, I will give you all zeros for the day and ask you to leave.
Attendance: Attendance at all class meetings is essential to your success in this course. After the first absence, you final grade will be lowered for each absence. You will lose points on your daily grade tally for any absence. Three late classroom entries or early departures will count as an absence. In the event of an emergency, you are responsible for obtaining handouts and notes from peers and for notifying the instructor prior to class via e-mail. You must be present and on time to pass this class. Each day I will ask you to sign-in “present and prepared.”
Late Work: Assignments are due during the class period on the assigned date. At the teacher’s discretion, grade reductions will be applied for students who submit work late. All work needs to be dated, titled, typed in size 12 Arial font and submitted to your instructor personally. Department policy prevents me from permitting you to “drop off” assignments in my office.
College level, scholarly work is expected; therefore, grammar, spelling, and punctuation will be reviewed, along with the content of the work. Please do not take advantage of my generous nature by being sloppy or late with your assignments. Use the spell check and grammar check on your computer. Also, please remember we have a wonderful writing center on campus to assist every student in any curriculum area.
Discussions/Dialogues: Prepared content reading is required for this class. Your reaction to and interpretation of assigned materials (singular texts and responses to Wondrous Words) is crucial to the successful completion of this course, along with your participation in small and large group discussions. Weekly and daily “Reading Questions & Connections” will be due each week. These papers will demonstrate to me that you have read the assigned reading. Each question/connection sheet earns points toward your final grade. THESE PAPERS MUST BE TYPED, NUMBERED, TITLED and ready to hand in each time we meet.
Late question/connection sheets will not be accepted without an extraordinary about of begging, pleading and cajoling.
Academic Honesty: The University academic honesty policy stresses that both faculty and students will honor the principles of academic honesty. Academic work that is assigned must be completed by the student to whom it is assigned. In case of academic dishonesty, the University academic dishonesty procedures will be followed.
Caring for the Classroom Space: Western Michigan University expects us to honor the policies regarding the physical space of our classroom. We must make sure we take care of the computers, and refrain from bringing in food or any beverage without an airtight top.
Accommodation for Disabilities: Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact Ms. Beth Denhartigh at 387-2216 or at beth.denhartigh@wmich.edu at the beginning of the semester. A disability determination must be made by this office before any accommodations are provided by the instructor. You may also want to contact the “Disabled Student and Resources and Services” at http://dsrs.wmich.edu/Resourceguide.html
Student Academic Conduct: You are responsible for making yourself aware of and understanding the academic policies and procedures in the Undergraduate or Graduate Catalogs (found online at http://catalog.wmich.edu) that pertain to student rights, responsibilities, and Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity, and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.
Religious Observance Policy The University is a diverse, multicultural enterprise and, as a community, we jointly embrace both individual responsibility and dignified respect for our differences. It is our general policy to permit students to fulfill obligations set aside by their faith.
It is our intent that students who must be absent from scheduled classes to fulfill religious obligations or observe practices associated with their faith not be disadvantaged. However, it is the student’s responsibility to make arrangements with his/her instructors in advance. It is in the student’s best interests to approach each instructor expeditiously and with sufficient notice that the rights and responsibilities of the instructor are not disrupted. (WMU Policy approved on June 8, 2007) Please let me know at least a week in advance if you are not going to be in class due to a religious observance. I will do everything I can to get materials to you; however, I also ask that you take initiative to ask another student first for notes, or any other copies that are handed out on the day you are planning to be absent. [[#_ftn1|[1]]]
Please remember: We will have reading assignments, writing invitations, and film texts to view and respond to during each class period. Daily agendas on the white board will help us stay organized. I believe that teaching and learning are organic and that each semester is different. I reserve the right to add and subtract assignments depending on the needs of our classroom community.
Professional Events Currently Scheduled:Additional campus events will be announced as they occur.
ENGL 3690 Assignment / Point Value Summary Fall 2011
Complete your own literacy and language learning history and share it with a partner in pair share interviews.
View and discuss Kelly Gallagher’s “Twenty Questions” video. This is an example of the philosophy behind “Daily / Weekly 10 Questions and Connections” that you must bring for each assigned reading.
Pass out 6-traits handout and Gallagher handouts.
Locate school appropriate personal pictures and words that you can use to create a collage on the first page or covers of your new “Writer’s Notebook.” Please have your sewn notebooks by Thursday…you can skip pages for the pictures and the table of contents. We will start with our first quick write prompt on Thursday, September 7, 2011.
Discuss “10 Q and C” for the handout on “The 6 Traits of Writing” and two Gallagher summary pages on the “Benefits of Writing with Students” and the difference between editing and revision.
We will view and discuss a film text narrated by Ralph Fletcher that features a stellar kindergarten teacher, Emilie Parker of Bailey Elementary School…a diverse urban school.
Read and prepare 10 Q and C on Katie Wood Ray's Chapter 1, "Reading Like a Writer" and Chapter 2 for next week.
Week 2:
We will begin using our Writer’s Notebooks today and each day that we meet. Your “10 Q and C” on the Ray Chapter 1 are due. You will receive your first invitation from Bertrand Russell’s prologue to his autobiography. . We will view and discuss a film clip from Don Graves on the importance of writing with your students. You will also receive your second writing invitation from George Ella Lyon after our second quick write. Your “10 Q and C” for Chapters 1 and 2 in Wondrous Words are due this week.
Week 3: We will have a quick write and a new writing invitation each day. We will meet Katie Wood Ray and Lisa Cleveland on video today, too. You will receive your third and fourth writing invitations and we will continue viewing and discussing our Katie Wood Ray video.
Week 4: We will continue with a new quick write and writing invitation. We will begin discussing Chapter 2 in Wondrous Words. Your “10 Q and C” are due on Monday. We will continue viewing and discussing Ray and Cleveland on video. We will continue with a new quick write and writing invitation. We will continue discussing Chapter 2 in Wondrous Words. We will continue viewing and discussing Ray and Cleveland on video.
Week 5:
Quick Write My Name” Cisneros invitation Discuss Ray Chapter 3, Continue Ray/Cleveland video Class time to work on your digital story in the student computer lab More info to follow J
Week 6: Quick Write Writing invitation Chapter 7-8 in Ray, Continue video series Quick Write Writing invitation Continue Ray, Chapters 7-8, Continue video series
Week 7: Quick Write Writing invitation Reflective Journal 1 is due this week Chapter 9 in Ray Continue video series Quick Write Writing invitation or assignment Chapter 9 Continue video series
Week 8:
Quick Write Writing Invitation or assignment Continue video series Quick Write Writing invitation Continue video series
Week 9: Monday, Quick Write on Standardized Testing Pass our Letters to Essays handout from Don Graves Continue Ray/Cleveland video series Quick Write on Standardized Tests Discuss Letters to Essays Discuss Chapters 10-11 of Katie Wood Ray text, 10 Questions, Connections, Noticings are Due for Chapters 10-11 Toby will conference with individual students
Week 10 Self-Selected Quick Write Prompt Complete Ray/Cleveland video series Toby reads Writers’ Notebook Self –Selected Quick Write Essays are due. Toby reads Writers’ Notebooks Discuss Chapters 12-13 in Katie Wood Ray 10 Questions, Connections, Noticings are Due for Chapters 12-13 Begin Mentor Text 5 minute shares Pass out Final Exam assignment-due in one month
Week 11:
Week 12:
Week 13:
Week 14:
Week 15
WMU Academic Calendar Spring 2011 Jan 10 Monday Classes begin 8 a.m. Tuition due Jan 10 Monday Midterm grading is open Jan 14 Friday Drop/add ends; last day for 100% refund Jan 17 Monday MLK Day convocation & activities—no classes Jan 18 Tuesday Census Jan 19 Wednesday $100 late add fee begins. Begin recording Withdraws as "W" on transcript Jan 20 Thursday Last day for 90% refund for complete withdrawal Jan 24 Monday Last day for 50% refund for partial withdrawal Feb 7 Monday Last day for 50% refund for complete withdrawal Feb 14 Monday Deadline for first work grades Feb 25 Friday Spirit Day - no classes Feb 28 Monday Spring break begins Mar 7 Monday Classes resume. Last day for 25% refund for complete withdrawal Mar 13 Sunday Midterm grades due Mar 21 Monday Last day to withdraw from courses Apr 25 - 29 Final examination week Apr 30 Saturday Semester ends/Commencement May 3 Tuesday Spring grades due at noon
[[#_ftnref1|[1]]] Quoted directly from Patricia Bills English 3740 Syllabus, August 16, 2008, Page 1
Department of English, College of Arts and Letters
Western Michigan UniversityMeeting Days / Times: Class Location: 3037 Brown Hall, 10:00 am, 12:00 noon, Tuesday evenings:6:30 pm
Please feel free to contact me on my cell at : 231-330-5804
Please be assured that I will find a way to work with your schedule if you need to confer with me.
231-330-5804
Campus Office: 387-2589 (Room 626)
Weekend emergency calls may be made to Toby’s home: 231.582.0183 or my cell.
Toby’s Home FAX: 231.582.0236
Course Description:
This course is intended for elementary education students. It is designed to immerse pre-service teachers in the theories, classroom practices, and organizational structures that create student-centered, writing workshop classrooms in the elementary school setting. In addition to exploring and studying the theories and practices for creating engaging, writing workshop classrooms, elementary education students will also be participating in a writing workshop community. This course content is aligned with the vision set forth by the National Council of Teachers of English in their online publication NCTE Beliefs about the Teaching of Writing, as well as Writing Now (a policy brief), and the newly published Common Core Standards, all available online and required texts(below) at: http://www.ncte.org and at the Michigan Department of Education
Required Texts and Materials:
1. Wood Ray, Katie Wondrous Words: Writers and Writing in the Elementary Classroom
ISBN: 0-8141-5816-1, NCTE, 1999
2. http://www.ncte.org/standards ,
3. http://www.ncte.org/library/NCTEFiles/Resources/Magazine/Chron0908Policy_Writing_Now.pdf
4. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
5.http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf
6. Several handouts kept and organized referencing the work of Donald Murray, Donald Graves, Kelly Gallagher, Ralph Fletcher, Jeff Anderson,
Nancie Atwell, Penny Kittle, along with hard copies of your weekly writing invitations (Hence the $5 fee card below)
7. A $5 fee card at the Bernhard Center Book Store due by the fourth week of class.
8. A sewn composition notebook for creating your own model of a “Writing Notebook.”
9. Core Principles and Mission of the National Writing Project at: http://www.nwp.org/cs/public/print/doc/about.csp
Please keep all documents from the links above and below on your jump drive for reference.
You may want to print out some pages for reference.
Additional Required Materials:
9. A 1-inch three-ring notebook binder with dividers for creating a resource notebook
10. A reference copy of the MDE crosswalk documents that align with the new CCS for the ELA:
http://www.corestandards.org/the-standards
http://inghamisd.org/programsandservices/sds/curriculum/commoncore/
11. A small binder / sturdy folder to create and submit your final writing portfolio
12. A 4 gig flash drive or jump drive to keep and organize all of your final draft writing files, including your digital story.
13. Your “Writer’s Notebook” will be used for quick writes, rough drafts, and to record your notes, ideas, questions or connections, any first draft writing that you may do in response to the daily events of the class. If you own a laptop it is highly encouraged that you bring it daily to class.
Suggested Texts
1. Anderson, Jeff
Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop, ISBN: 1-51710-412-7, Stenhouse, 2005
2. Nancie Atwell,
Naming the World: A Year of Poems and Lessons, ISBN: 0-325-00746-2, Heinemann, 2006; and Atwell’s classic text In the Middle, ISBN: 978-0-86709-374-9, Heinemann, 1998
3. Gallagher, Kelly
Teaching Adolescent Writers, ISBN: 1-57110-422-4, Stenhouse, 2006
4. Graves, Don & Kittle, Penny
Inside Writing: How to Teach the Details of Craft, ISBN:0-325-00729-2, Heinemann, 2005
5. Murray, Don
The Essential Don Murray: Lessons from America’s Greatest Writing Teacher, edited by Thomas Newkirk and Lisa C. Miller, Heinemann 2009
6. Wood Ray, Katie & Cleaveland, Lisa
About the Authors: Writing Workshop with Our Youngest Writers
ISBN: 0-325-00511-7, Heinemann, 2004
Course Objectives:
As a class participant, you will be expected to successfully demonstrate the ability to:
1. Describe in detail the overall design and critical elements of a student-centered, writing workshop classroom in a final narrative paper.
2. Identify at least 10 different mentor texts for teaching 10 different craft lessons for a specific grade level of your own choosing (part of your annotated bibliography below).
3. Create your own “Writer’s Notebook” that will serve as a model in your own classroom one day.
4. Choose, plan, and share orally one mentor text and craft lesson idea with the whole class.
5. Participate in small and large group writing conferences and share some of your personal writing with your teacher and peers; plan to engage in writing conferences during class with peers and the teacher.
6. Organize a rich, annotated bibliography of at least 25 texts that could function as mentor texts in your own envisioned elementary (K-8) writing workshop classroom. You should plan to connect these selections with the writing genres embedded in the grade level expectations that you are hoping to work with in your future elementary classroom. Ten of the annotations must include how the text can be used as a mentor text for teaching an element of writing. ( # 2 above)
7. Record notes on a rich selection of film texts which illustrate many critical elements of the writing workshop in diverse K-8 classrooms.
8. Produce a mid-term reflective journal of your learning and thinking that will be shared with your instructor. This journal will function as an assessment, revealing how your thinking has changed and your knowledge base has deepened from your participation and engagement with the class conversations, films, writing assignments and texts.
9. Build a portfolio of your own writing in multiple genres as the class progresses. Make sure you print out all of the drafts of the pieces you write.
10. Select two pieces to be published in an end-of-the semester class anthology.
11. Listen attentively to stories from stellar, children's literature that will be read aloud in class as a constant way of modeling for you the power of story and language, and the magical event of story as a way to nurture the classroom community.
12. Attend one of the “extra” professional events (list to follow) and submit a two-page, typed response about the content of the event.
13. Create a short, digital story about any topic you wish using a simple software program
We will have digital storytelling presentations in place of a mid-term exam.
14. Confer with your instructor about your writing, one-to-one during the workshop portion of our class.
Professional Expectations
Cell phone use or web surfing or texting or tweeting or mooing or face-booking during class is forbidden. If you need to have your cell phone on vibrate because of a family situation, just let Toby know at the start of class. If I observe you off task during our class time, I will give you all zeros for the day and ask you to leave.
Attendance: Attendance at all class meetings is essential to your success in this course. After the first absence, you final grade will be lowered for each absence. You will lose points on your daily grade tally for any absence. Three late classroom entries or early departures will count as an absence. In the event of an emergency, you are responsible for obtaining handouts and notes from peers and for notifying the instructor prior to class via e-mail. You must be present and on time to pass this class. Each day I will ask you to sign-in “present and prepared.”
Late Work: Assignments are due during the class period on the assigned date. At the teacher’s discretion, grade reductions will be applied for students who submit work late. All work needs to be dated, titled, typed in size 12 Arial font and submitted to your instructor personally. Department policy prevents me from permitting you to “drop off” assignments in my office.
College level, scholarly work is expected; therefore, grammar, spelling, and punctuation will be reviewed, along with the content of the work. Please do not take advantage of my generous nature by being sloppy or late with your assignments. Use the spell check and grammar check on your computer. Also, please remember we have a wonderful writing center on campus to assist every student in any curriculum area.
Discussions/Dialogues: Prepared content reading is required for this class. Your reaction to and interpretation of assigned materials (singular texts and responses to Wondrous Words) is crucial to the successful completion of this course, along with your participation in small and large group discussions. Weekly and daily “Reading Questions & Connections” will be due each week. These papers will demonstrate to me that you have read the assigned reading. Each question/connection sheet earns points toward your final grade. THESE PAPERS MUST BE TYPED, NUMBERED, TITLED and ready to hand in each time we meet.
Late question/connection sheets will not be accepted without an extraordinary about of begging, pleading and cajoling.
Academic Honesty: The University academic honesty policy stresses that both faculty and students will honor the principles of academic honesty. Academic work that is assigned must be completed by the student to whom it is assigned. In case of academic dishonesty, the University academic dishonesty procedures will be followed.
Caring for the Classroom Space: Western Michigan University expects us to honor the policies regarding the physical space of our classroom. We must make sure we take care of the computers, and refrain from bringing in food or any beverage without an airtight top.
Accommodation for Disabilities:
Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact Ms. Beth Denhartigh at 387-2216 or at beth.denhartigh@wmich.edu at the beginning of the semester. A disability determination must be made by this office before any accommodations are provided by the instructor. You may also want to contact the “Disabled Student and Resources and Services” at http://dsrs.wmich.edu/Resourceguide.html
Student Academic Conduct:
You are responsible for making yourself aware of and understanding the academic policies and procedures in the Undergraduate or Graduate Catalogs (found online at http://catalog.wmich.edu) that pertain to student rights, responsibilities, and Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity, and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.
Religious Observance Policy
The University is a diverse, multicultural enterprise and, as a community, we jointly embrace both individual responsibility and dignified respect for our differences. It is our general policy to permit students to fulfill obligations set aside by their faith.
It is our intent that students who must be absent from scheduled classes to fulfill religious obligations or observe practices associated with their faith not be disadvantaged. However, it is the student’s responsibility to make arrangements with his/her instructors in advance. It is in the student’s best interests to approach each instructor expeditiously and with sufficient notice that the rights and responsibilities of the instructor are not disrupted. (WMU Policy approved on June 8, 2007)
Please let me know at least a week in advance if you are not going to be in class due to a religious observance. I will do everything I can to get materials to you; however, I also ask that you take initiative to ask another student first for notes, or any other copies that are handed out on the day you are planning to be absent. [[#_ftn1|[1]]]
Please remember:
We will have reading assignments, writing invitations, and film texts to view and respond to during each class period. Daily agendas on the white board will help us stay organized. I believe that teaching and learning are organic and that each semester is different. I reserve the right to add and subtract assignments depending on the needs of our classroom community.
Professional Events Currently Scheduled:Additional campus events will be announced as they occur.
ENGL 3690 Assignment / Point Value Summary Fall 2011
Assignments: Total Point Values
- Mid-term journal = 100 points
- Annotated Bibliography 100
- Shared Mentor Text Lesson 100
- Attendance (approximately) 250
- Reading & Connections Assignments (approximately) 150
- Portfolio Pieces (10 pieces/5 genres) 100
- Two polished pieces for the anthology 100
- Final Reflection Paper 500
- Digital Story 100
- Writer’s Notebook 200
- Scholarly Event Assignment 100
- Any Extra Assignments
Approximate Total: 1,800Class Calendar of Assignments for
Week 1:
Week 2:
We will begin using our Writer’s Notebooks today and each day that we meet.
Your “10 Q and C” on the Ray Chapter 1 are due.
You will receive your first invitation from Bertrand Russell’s prologue to his autobiography. .
We will view and discuss a film clip from Don Graves on the importance of writing with your students.
You will also receive your second writing invitation from George Ella Lyon after our second quick write.
Your “10 Q and C” for Chapters 1 and 2 in Wondrous Words are due this week.
Week 3:
We will have a quick write and a new writing invitation each day.
We will meet Katie Wood Ray and Lisa Cleveland on video today, too.
You will receive your third and fourth writing invitations and we will continue viewing and discussing our Katie Wood Ray video.
Week 4:
We will continue with a new quick write and writing invitation.
We will begin discussing Chapter 2 in Wondrous Words. Your “10 Q and C” are due on Monday. We will continue viewing and discussing Ray and Cleveland on video.
We will continue with a new quick write and writing invitation.
We will continue discussing Chapter 2 in Wondrous Words.
We will continue viewing and discussing Ray and Cleveland on video.
Week 5:
Quick Write
My Name” Cisneros invitation
Discuss Ray Chapter 3, Continue Ray/Cleveland video
Class time to work on your digital story in the student computer lab
More info to follow J
Week 6:
Quick Write
Writing invitation
Chapter 7-8 in Ray, Continue video series
Quick Write
Writing invitation
Continue Ray, Chapters 7-8, Continue video series
Week 7:
Quick Write
Writing invitation
Reflective Journal 1 is due this week
Chapter 9 in Ray
Continue video series
Quick Write
Writing invitation or assignment
Chapter 9
Continue video series
Week 8:
Quick Write
Writing Invitation or assignment
Continue video series
Quick Write
Writing invitation
Continue video series
Week 9: Monday,
Quick Write on Standardized Testing
Pass our Letters to Essays handout from Don Graves
Continue Ray/Cleveland video series
Quick Write on Standardized Tests
Discuss Letters to Essays
Discuss Chapters 10-11 of Katie Wood Ray text,
10 Questions, Connections, Noticings are Due for Chapters 10-11
Toby will conference with individual students
Week 10
Self-Selected Quick Write Prompt
Complete Ray/Cleveland video series
Toby reads Writers’ Notebook
Self –Selected Quick Write
Essays are due.
Toby reads Writers’ Notebooks
Discuss Chapters 12-13 in Katie Wood Ray
10 Questions, Connections, Noticings are Due for Chapters 12-13
Begin Mentor Text 5 minute shares
Pass out Final Exam assignment-due in one month
Week 11:
Week 12:
Week 13:
Week 14:
Week 15
WMU Academic Calendar Spring 2011
Jan 10 Monday Classes begin 8 a.m. Tuition due
Jan 10 Monday Midterm grading is open
Jan 14 Friday Drop/add ends; last day for 100% refund
Jan 17 Monday MLK Day convocation & activities—no classes
Jan 18 Tuesday Census
Jan 19 Wednesday $100 late add fee begins. Begin recording Withdraws as "W" on transcript
Jan 20 Thursday Last day for 90% refund for complete withdrawal
Jan 24 Monday Last day for 50% refund for partial withdrawal
Feb 7 Monday Last day for 50% refund for complete withdrawal
Feb 14 Monday Deadline for first work grades
Feb 25 Friday Spirit Day - no classes
Feb 28 Monday Spring break begins
Mar 7 Monday Classes resume. Last day for 25% refund for complete withdrawal
Mar 13 Sunday Midterm grades due
Mar 21 Monday Last day to withdraw from courses
Apr 25 - 29 Final examination week
Apr 30 Saturday Semester ends/Commencement
May 3 Tuesday Spring grades due at noon
[[#_ftnref1|[1]]] Quoted directly from Patricia Bills English 3740 Syllabus, August 16, 2008, Page 1